Research On Mental Health Level And Cognitive Development Of Special Post Teachers

The improvement of the basic education level in rural areas of China is of great significance for the realization of targeted poverty alleviation,and the stability of the teacher team is the basic guarantee for the improvement of the education level.A series of policies,such as China's Special Post Teacher Program,have effectively improved the level of basic education teachers in remote rural areas.However,the high turnover rate of special post teachers,occupational burnout and serious mental health problems have affected the stability of the special post teachers.The study hopes to conduct research from the perspective of cognitive dysfunction,understand the status of cognitive dysfunction of special post teachers,the impact on mental health,and the psychological process of dysregulation,and give priority to the individual 's own rationality and initiative.Understand and make good use of the dynamic effects produced to balance cognitive disorders.The quantitative part of this study was tested by 373 special post teachers in remote rural areas.Through quantitative surveys,the status quo of cognitive dissonance,occupational burnout and mental health of basic education teachers in remote rural areas of China was clarified;the qualitative part of the subjects were 20 special post teachers who participated in the quantitative research.To explored the mechanism of changes in the attitude of the special post teachers caused by cognitive dysfunction through qualitative interviews,in order to understand the changes of the teachers 'cognitive development Process,provide theoretical basis and practical suggestions.The study found that(1)Cognitive imbalance,occupational burnout,and mental health status in basic education teachers in remote rural areas are not optimistic;(2)Cognitive imbalance,as a predictor variable,does indeed affect the job burnout and psychological symptoms of special post teachers.Even if the ageing factor is taken into account,the role of cognitive dysfunction cannot be ignored;(3)The development and changes of the cognitive dysfunction and attitude change mechanism of special post teachers are mainly divided into three stages,including entry 5-10 years of cognition will show different trends,which is a critical period for external intervention.